Изображения страниц
PDF
EPUB

troublesome problems related

to science teaching

The schools included in the sample were invited to write statements indicating troublesome problems concerning science courses, facilities for instruction, and other conditions relating to the teaching of science in their schools. These statements were listed and then classified in nine groups, including one miscellaneous group. Table 30 reports the frequency with which each of the nine types of problems were mentioned. The frequency is related to the various types and sizes of high schools included in the sample. Among the various problems, those related to supplies and equipment were most often mentioned. In order of frequency, these were followed by problems concerning science rooms, teaching staff, program and schedules, school and community, finances, pupils, books, and miscellaneous items. A total of 782 problems related to science teaching was reported by the 715 schools included in the sample.

When the total number of troublesome problems is noted for the various types and sizes of high schools, one may observe a higher frequency of problems from the regularly organized high schools and the undivided high schools, and from the high schools with enrollments between 100 and 300 pupils. Table 31 is presented to show whether or not the frequency of problems was different from the distribution of the various types and sizes of schools in the sample. While the table shows a somewhat higher percentage of problems in the types and sizes of schools just mentioned, the over-all picture reveals that the troublesome problems were distributed in about the same proportion as the types and sizes of schools in the sample. This indicates that the problems reported were common to all types and sizes of schools and that whatever can be done to help meet the problems will therefore help all types and sizes of high schools.

Table 30.-Troublesome problems related to science teaching, by type and size of high school

[merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][subsumed][merged small][merged small][merged small][subsumed][ocr errors][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][subsumed][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][ocr errors][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][ocr errors]

1 For meaning of code indicating type of school, see table 2, p. 2.

Table 31.-Comparison of the numbers and kinds of problems related to science teaching with the sizes and types of schools whose reports were used in this study

[blocks in formation]

When the various aspects and conditions of science teaching are considered in relation to the problems mentioned, there is some basis for thinking that the problems grew out of a lack of sufficient concern for science education in the schools. It is true that science teachers were still somewhat scarce in 1947-48. It is also true that some items of equipment and supplies were not abundant and that prices for these were higher. However, the emphasis placed on problems related to physical facilities and teaching staffs suggests that most of the problems may have been due to school leaders who were satisfied to get along without well-trained science teachers and who depended upon teachers prepared for work in subject-matter areas other than science to do the science teaching.

Effective science teaching calls for certain unique preparation, experience, and interest. It calls for familiarity with and appreciation of the science equipment and supplies appropriate for use in high schools. It requires a certain love for improvising experiments and an urge to search out examples of applied science in home and community. It requires an alertness to the values of science teaching materials made available by commercial companies and an ability to judge these values. It requires so much devotion to the experimental approach that time will be found and taken so that inventorying, arranging, using, cleaning up, and putting away equipment and supplies

can be properly done. It requires an interest in helping boys and girls learn through their own experimentation, both of the classical and project type. It demands a troubled feeling when classroom and home-study activities rely upon books as the authority, rather than utilizing planned experiments and unbiased observations. It demands a conscious effort to keep ideas tentative for days, weeks, and oftentimes longer while evidence is being obtained. It demands a constant willingness to modify ideas in the light of new or additional evidence.

Science teachers of this type have been, and will continue to be, in short supply, but with such teachers in the high schools the problems related to science teaching are likely to be less troublesome. No approach to perfection in buildings, grounds, equipment and supplies, courses, books, or audiovisual aids can take the place of well-trained science teachers, although obviously science teachers can make their efforts count for much more under favorable conditions. A well-trained science teacher working under favorable conditions can help pupils to understand science and to appreciate the work of scientists. Science courses will be sought after by all pupils because they see the relationship of science both to life and to careers. The principal problem will then be what it has been: Where to find additional well-trained science teachers to meet the needs and interests of the young growing into more and more active and responsible citizenship.

summary

The findings in this study are based on returns from 715 public high schools and are for the school year 1947-48. The schools supplying the information constituted 94.7 percent of the 755 schools in the sample. The sample was randomly selected from 23,947 public high schools, and it was proportionate to the types and sizes of these high schools.

Enrollments in Science Courses

Somewhat more than 60 percent of the pupils in the seventh and ninth grades was enrolled in general science during the first term of 1947-48. Enrollment in the eighth-grade general science and in biology was equiv alent to 75 percent or more of the pupils in the eighth and tenth grades, respectively. Less than half of the senior high schools offered chemistry, and less than half offered physics. However, the combined enrollment in chemistry and physics was equivalent to about one-third of the pupils in the eleventh and twelfth grades. This study indicates that more than 50 percent of the high-school pupils was enrolled in the four commonly offered high-school science courses during the first term of 1947-48.

Some schools make a practice of alternating science courses between terms and between years, while a number of schools offer science courses other than general science, biology, chemistry, and physics. Therefore, a percent larger than that indicated above represents the total number of pupils enrolled in science during the school year 1947–48.

Boys and girls were about equally distributed in the science courses except in chemistry, where there was a small majority of boys, and in physics, where there were more than three times as many boys as girls.

Science Teachers and Science Classes

Part-time science teachers outnumbered the full-time science teachers, and men constituted more than 59 percent of all the science teachers. The number of sections of science offered was such that about two-thirds the number of teachers working full time in science could have taught all the regular science sections that were offered. The average class size was smallest for physics, where it was 19 pupils, and largest for seventh-grade general science, where it was 30 pupils.

« ПредыдущаяПродолжить »